The document provides information about African American literary criticism, including key concepts, perspectives, and questions asked by African American critics when analyzing literary texts. Some of the main points covered include:
- African American criticism examines how race, oppression, and marginalization shape black writing and experience in America.
- Key concepts in African American literature introduced by W.E.B. DuBois like "the veil" and "double consciousness" are discussed.
- African American criticism is concerned with how texts participate in correcting stereotypes and misrepresentations while also celebrating black culture.
- Questions around literary devices, racial politics, and how works fit into the African American literary tradition are important to African American criticism.
This document provides information about African American literary criticism as a theoretical framework. It discusses key concepts in African American criticism such as double consciousness, the veil, and racial realism. It also summarizes perspectives that help identify African American criticism, such as its ties to post-colonial criticism and examination of how white writing reveals the nature of black oppression. The document outlines some common questions African American critics ask about literary texts, such as exploring how works participate in correcting stereotypes or celebrating black culture. It also discusses intersections between different systems of oppression and applications of racial realism to other frameworks like feminism.
Elit 48 c class 6 post qhq with feminist and lgbt qhqjordanlachance
This document provides information about complement versus compliment, discusses topics related to feminist criticism and LGBT criticism, introduces concepts of African American criticism, and presents discussion questions.
The document begins by defining complement as a noun or verb meaning something that completes or makes up a whole, while compliment is a noun or verb meaning an expression of praise or admiration.
It then discusses wrapping up a discussion on feminist and LGBT criticism, introduces concepts in African American criticism including how it examines how race is portrayed in literature and how the black experience is shaped by history. Key terms from W.E.B. DuBois like "the veil" and "double consciousness" are also defined.
The document ends by presenting discussion questions related
1. African American criticism examines works through the lens of the black experience with oppression and marginalization. It notes how black writing emerges from a sociocultural context marked by these factors.
2. It also draws from postcolonial theory regarding the representation of the "other" and identity reclamation. African American criticism is aware of how black experience relates to African influences and the legacy of slavery and racism in shaping black artistic production in white cultures.
3. A key concern is who can speak for or understand black literature and whether black works demand a specific ideological lens or can be analyzed using traditional theories. It questions the essence of race and how racial identity has been constructed and understood over time.
Elit 48 c class 5 post qhq composed vs comprisedjordanlachance
1. The document discusses feminist criticism, lesbian and gay criticism, and queer theory. It explains that feminist criticism examines how literature reinforces the oppression of women, while lesbian/gay criticism addresses sexism and heterosexism.
2. Queer theory views sexuality as fluid rather than defined by categories like heterosexual and homosexual. It asserts that sexuality is influenced by factors like race and class and cannot be defined by biological sex or gender roles.
3. Lesbian, gay, and queer criticism often rely on textual evidence like homoerotic imagery, same-sex relationships, and subtle cues to suggest a homoerotic atmosphere in a text. A
This document provides information about the literary theory of New Criticism. It defines New Criticism as focusing on analyzing the intrinsic features of a text, including elements like paradoxes, ironies, ambiguities, and tensions. It emphasizes examining how these formal elements work together within the text to create meaning. The document discusses key New Criticism concepts like the "intentional fallacy" and "affective fallacy" and provides examples of literary techniques New Criticism examines, such as paradox, irony, ambiguity, and tension. It also provides guidance on how to analyze a text using New Criticism by focusing on how the text's formal elements create an overarching theme.
This document summarizes Carmen Kynard's study on how black female college students construct themselves as social activists and literate beings through their writing. Kynard analyzes students' texts through a critical discursive analysis and identifies six dominant themes in their writing, including discussions of black motherhood, aligning with struggles in black communities, carrying on the legacies of activists like Harriet Tubman and Ida B. Wells, exploring transnational and migratory identities, and examining colorism and caste systems within black communities.
This document provides an overview and definitions of key concepts in lesbian, gay, queer, and feminist criticism. It discusses how lesbian criticism addresses issues of both sexism and heterosexism. Gay criticism often analyzes themes of gay sensibility and experiences of oppression. Queer theory views sexuality as fluid rather than defined categories, and sees it existing on a continuum. The document also defines common textual signs that may indicate homoerotic or queer readings, such as homosocial bonding and same-sex doubles. It concludes by stating that lesbian, gay, and queer criticism rely on analyzing patterns or preponderances of these textual cues.
This document contains the agenda for Class 4 of EWRT 1B which includes:
- A presentation on literary terms
- Information about team assignments and earning participation points
- A lecture on the author Langston Hughes
- A discussion of racial passing using two stories
- A lecture on writing summaries and paraphrasing poetry
- An in-class writing assignment to practice summarizing and paraphrasing
It also provides definitions for several literary terms that will be covered on the first exam such as characterization, dialogue, epistle, irony, literal, literature, and paraphrase.
This document provides information about African American literary criticism as a theoretical framework. It discusses key concepts in African American criticism such as double consciousness, the veil, and racial realism. It also summarizes perspectives that help identify African American criticism, such as its ties to post-colonial criticism and examination of how white writing reveals the nature of black oppression. The document outlines some common questions African American critics ask about literary texts, such as exploring how works participate in correcting stereotypes or celebrating black culture. It also discusses intersections between different systems of oppression and applications of racial realism to other frameworks like feminism.
Elit 48 c class 6 post qhq with feminist and lgbt qhqjordanlachance
This document provides information about complement versus compliment, discusses topics related to feminist criticism and LGBT criticism, introduces concepts of African American criticism, and presents discussion questions.
The document begins by defining complement as a noun or verb meaning something that completes or makes up a whole, while compliment is a noun or verb meaning an expression of praise or admiration.
It then discusses wrapping up a discussion on feminist and LGBT criticism, introduces concepts in African American criticism including how it examines how race is portrayed in literature and how the black experience is shaped by history. Key terms from W.E.B. DuBois like "the veil" and "double consciousness" are also defined.
The document ends by presenting discussion questions related
1. African American criticism examines works through the lens of the black experience with oppression and marginalization. It notes how black writing emerges from a sociocultural context marked by these factors.
2. It also draws from postcolonial theory regarding the representation of the "other" and identity reclamation. African American criticism is aware of how black experience relates to African influences and the legacy of slavery and racism in shaping black artistic production in white cultures.
3. A key concern is who can speak for or understand black literature and whether black works demand a specific ideological lens or can be analyzed using traditional theories. It questions the essence of race and how racial identity has been constructed and understood over time.
Elit 48 c class 5 post qhq composed vs comprisedjordanlachance
1. The document discusses feminist criticism, lesbian and gay criticism, and queer theory. It explains that feminist criticism examines how literature reinforces the oppression of women, while lesbian/gay criticism addresses sexism and heterosexism.
2. Queer theory views sexuality as fluid rather than defined by categories like heterosexual and homosexual. It asserts that sexuality is influenced by factors like race and class and cannot be defined by biological sex or gender roles.
3. Lesbian, gay, and queer criticism often rely on textual evidence like homoerotic imagery, same-sex relationships, and subtle cues to suggest a homoerotic atmosphere in a text. A
This document provides information about the literary theory of New Criticism. It defines New Criticism as focusing on analyzing the intrinsic features of a text, including elements like paradoxes, ironies, ambiguities, and tensions. It emphasizes examining how these formal elements work together within the text to create meaning. The document discusses key New Criticism concepts like the "intentional fallacy" and "affective fallacy" and provides examples of literary techniques New Criticism examines, such as paradox, irony, ambiguity, and tension. It also provides guidance on how to analyze a text using New Criticism by focusing on how the text's formal elements create an overarching theme.
This document summarizes Carmen Kynard's study on how black female college students construct themselves as social activists and literate beings through their writing. Kynard analyzes students' texts through a critical discursive analysis and identifies six dominant themes in their writing, including discussions of black motherhood, aligning with struggles in black communities, carrying on the legacies of activists like Harriet Tubman and Ida B. Wells, exploring transnational and migratory identities, and examining colorism and caste systems within black communities.
This document provides an overview and definitions of key concepts in lesbian, gay, queer, and feminist criticism. It discusses how lesbian criticism addresses issues of both sexism and heterosexism. Gay criticism often analyzes themes of gay sensibility and experiences of oppression. Queer theory views sexuality as fluid rather than defined categories, and sees it existing on a continuum. The document also defines common textual signs that may indicate homoerotic or queer readings, such as homosocial bonding and same-sex doubles. It concludes by stating that lesbian, gay, and queer criticism rely on analyzing patterns or preponderances of these textual cues.
This document contains the agenda for Class 4 of EWRT 1B which includes:
- A presentation on literary terms
- Information about team assignments and earning participation points
- A lecture on the author Langston Hughes
- A discussion of racial passing using two stories
- A lecture on writing summaries and paraphrasing poetry
- An in-class writing assignment to practice summarizing and paraphrasing
It also provides definitions for several literary terms that will be covered on the first exam such as characterization, dialogue, epistle, irony, literal, literature, and paraphrase.
Language, Discourse, and Power in African American CultureJonathan Dunnemann
This document discusses the origins and significance of African American English (AAE) within the context of the African American speech community. It begins by recounting a personal experience the author had while driving through Mississippi that highlighted the dangers black people faced in the past. The author notes that for many northern African Americans, the South represents a cultural homeland, and stories from elders about the past often referenced both Africa and the American South. The development of AAE is tied to the first encounters between Africans and Europeans during the slave trade and plantation slavery, which was a violent contact situation that transformed African American culture and spurred the development of a distinct language variety. Analyzing the origins and history of AAE is important for contesting oppressive
Literary criticism on Gender and Sexuality. The slides contain the most prominent voices in literary gender and sexual criticism as pointed out by the Norton Anthology of Literary Criticism
Every person engages in their quest for social acceptance. These individuals go to a great length to determine what’s most important as they seek to blend into society’s melting pot. Whether they recognized it or not from the beginning, they embark upon this journey to understand themselves, learn what their communities are amongst their peers then slowly turn the mirror inward for a succinct view of who they are. Some would think that people would learn to accept others in a culturally diverse society but the fact is that there exist people who would not be accepting of others out of fear, ignorance making them judge others in a wrong way. One group hold bias attitudes towards the other based on the differences in gender, race, ethnicity and other social aspects thus creating prejudice against others. There are many factors that people come across in this quest that influence and define them such as race, gender, and community.
This document discusses key topics relating to English identity, modernism, race and sexuality. It provides an overview of modernism and postmodernism, exploring how modernist works examined issues of race, sexuality and representations of reality and the city. It analyzes E.M. Forster's Howards End in the context of debates around English identity and discusses how modernist and postmodernist thinkers approached issues of essentialism and sexuality. The document aims to consolidate understanding of these literary periods and explore related issues of race, sexuality and national identity.
Presentation for 8th Annual Adolescent Summer Literacy Institute, William Paterson University, July 7, 2014 entitled "Deconstructing the Debate about the Lack of Diversity in Young Adult Literature."
Cultural studies analyzes culture and aims to understand the social and political aspects of cultural phenomena. It has four main goals: being interdisciplinary, politically engaged, denying distinctions between high and low culture, and analyzing the means of cultural production. Cultural studies examines how meaning and power relations are constructed and contested through cultural symbols within a society.
EXAMINING IDENTITY IN ASIAN-AMERICAN DIASPORIC FICTION: A STUDY OF DIVAKARUNI...Lakhyajit Nath
This dissertation examines identity in Asian-American diasporic fiction through an analysis of three novels: The Mistress of Spices by Chitra Banerjee Divakaruni, The Writing on My Forehead by Nafisa Haji, and Bone by Fae Myenne Ng. The key issues discussed are the identity of diasporic peoples, assimilation problems, the role of memory, juxtaposition of cultures, and reconstructing identity in the present. Each chapter analyzes how identity is portrayed differently in the three novels - as fractured in Divakaruni's work, layered in Haji's, and clashing in Ng's. The conclusion discusses how identity is fluid and shaped by
The document provides an overview of critical ethnography and Pascoe's ethnographic study of masculinity in a California high school. It discusses several key aspects of critical ethnography including the researcher's ethical responsibility to engage with injustice and move situations toward greater equity. It summarizes Pascoe's goals in examining how gender and sexuality shape power dynamics and influence among students. The document also discusses several factors that influenced Pascoe's positionality as a researcher, such as her gender, age, education, and desire to enact social change. Overall, it analyzes how Pascoe navigated her role and relationships with students to gain insights while maintaining ethical standards.
This document discusses the experiences of queer women of color (QWOC) and their marginalization within both queer and racial communities. [1] QWOC faced exclusion within the white-dominated queer community and created their own spaces advocating for multi-issue politics addressing sexism, racism, homophobia and class exploitation. [2] In response, QWOC developed an intersectional framework recognizing how race, gender, class and other identities intersect. [3] Today, QWOC identities are still silenced but some resist erasure by navigating multiple political spaces and disrupting dominant discourses through their non-hegemonic identities.
This document discusses teaching Latino/a literature in the U.S. curriculum. It begins with an introduction stating that Latino/a literature is widely published but missing from many college curriculums. It then provides details on common Latino/a writer identities and themes they often write about, including living between two cultures. A brief history is given of pioneering Latino/a authors and key genres. The document concludes by outlining various ways Latino/a literature can be integrated into classes and why this representation is important.
This document summarizes the development of colonial discourse analysis as an academic field. It discusses key thinkers like Edward Said, Homi Bhabha, and Gayatri Spivak and their approaches. It notes that while colonial discourse analysis has produced new historical analyses, the field risks stagnating without further developing the theoretical frameworks established by its founders. The document suggests Martin Bernal's book "Black Athena" as holding potential to provide a new paradigm that could challenge and revitalize colonial discourse analysis.
This document contains discussion questions and summaries about two short stories - Langston Hughes' "Who's Passing for Who?" and Toni Morrison's "Recitatif". For Hughes' story, it provides character summaries and discusses themes of racial passing and possible queer readings. For Morrison's story, it lists the characters and settings and has discussion questions about themes of racial ambiguity and class differences. The document aims to facilitate close analysis and comparison of these two works.
Study on Exiled or Banned writers in respect to Cultural Studies.JaytiThakar94
This document discusses exiled or banned writers with respect to cultural studies. It provides examples and analysis of works by Taslima Nasrin, Saadat Hasan Manto, and Dan Brown that were banned for addressing religious, social, or historical concerns. Taslima Nasrin's novel "Lajja" was banned in Bangladesh for its feminist perspective and criticism of Islam, leading to Nasrin living in exile since 1994. Manto's short stories were banned in Pakistan for depictions of sexuality, and he faced obscenity charges. Dan Brown's "The Da Vinci Code" was banned in some areas for challenging Christianity and promoting ideas about Jesus that threatened patriarchal power structures.
Introduction: on Asian Americanist critique by Kandice Chuhaaronfadams
This document provides an introduction to the book "Imagine Otherwise" which undertakes a critical examination of Asian American studies. It discusses the controversy surrounding the 1998 Association for Asian American Studies award for best fiction novel and how this controversy highlighted issues of marginalization and exclusionary knowledge politics within Asian American studies. The introduction explores how postcolonial and transnational theories call for a reexamination of the framing assumptions of Asian American studies, particularly in light of critiques of the nation-state. It aims to ask how Asian American studies can remain coherent and politically engaged in the current context.
This document provides an agenda and materials for an English writing class. The agenda includes presentations on literary terms and an author lecture on Langston Hughes. It outlines a discussion of racial passing using two of Hughes' works and a lecture on summarizing and paraphrasing poetry. It also lists terms and their definitions that will be on an upcoming exam.
The daily agenda includes a vocabulary exam re-take, discussion of trickster characters from readings, an in-class writing assignment outlining and drafting a thesis for essay 4, and a lecture on author Sui Sin Far. Key terms for the upcoming comprehensive terms exam are defined, including gender identity, heterosexism, homosexual, and transgender. Discussion questions are posed about whether trickster characters perform cultural work and reveal aspects of culture, limitations, and biases. Biographical details are provided about Sui Sin Far, born Edith Maud Eaton, who was the first Asian American author published in North America and wrote to break down stereotypes of Chinese women.
This document summarizes two literary theories: diaspora theory and queer theory. Diaspora theory examines literature by populations forced to leave their homelands, such as Jews living outside Israel. It has expanded to include voluntary migration for opportunities. Queer theory rejects traditional gender and sexuality categories, studying mismatches between sex, gender, and desire. It focuses on bisexuality, lesbianism, gayness, cross-dressing, and transsexuality. Both theories examine how non-normative groups face societal problems and aim to show that homosexuality is normal.
Nccss presentation 2014: Examining Rosa's Refusal (to sit down) and the Mont...Tina Heafner
This document summarizes a research study that analyzed how current picture books portray Rosa Parks and the Montgomery Bus Boycott compared to a previous critique from 1991. The researchers examined 11 books published in the last 10 years and coded them based on how they depicted Parks' prior civil rights activism, segregation, and community involvement in the boycott. They found that while the books have moved away from portraying Parks as simply a "tired seamstress," they still omit important context and voices from the movement. The researchers conclude that teachers need to supplement books with primary sources to help students develop more accurate and complex historical understandings.
This document provides an overview of a student's research project examining what attracts Latinas to Berlin, Germany. It discusses statistics on immigration trends over the past 40 years, with early immigrants being students in the 1960s and increasing numbers of political refugees and economic migrants in subsequent decades. It notes most Latinas now come to escape poor economic and political conditions in their home countries. The document also defines the term "Latina" and explains the role of nonprofit organizations (e.V.s) in supporting the Latina community in Berlin, with many led by earlier political refugees from the 1970s-1980s. It explores the various challenges Latinas face upon immigration.
This document provides an overview of the agenda and policies for the first class of an American literature course. It discusses adding and dropping the class, required texts, assignments including exams, essays and online posts. It also covers class policies on attendance, late work, academic honesty and conduct. Students are instructed to set up an account on the class website to complete and post daily homework assignments. The first homework is to read the introduction and post a question about the relevance of the assigned topics.
This document provides the agenda and homework for Class 25 of ELIT 48C. On Monday, the class will have a mandatory advanced research workshop for the Honors cohort at the library, focusing on advanced search skills and annotated bibliographies. Students can earn participation points by attending. They should meet at the library lobby at 11:25am. The homework includes reading a selection from 400-17 and posting to the #25 discussion on one of four authors. On Tuesday, the class will have a guest observer, so students should be prepared.
Language, Discourse, and Power in African American CultureJonathan Dunnemann
This document discusses the origins and significance of African American English (AAE) within the context of the African American speech community. It begins by recounting a personal experience the author had while driving through Mississippi that highlighted the dangers black people faced in the past. The author notes that for many northern African Americans, the South represents a cultural homeland, and stories from elders about the past often referenced both Africa and the American South. The development of AAE is tied to the first encounters between Africans and Europeans during the slave trade and plantation slavery, which was a violent contact situation that transformed African American culture and spurred the development of a distinct language variety. Analyzing the origins and history of AAE is important for contesting oppressive
Literary criticism on Gender and Sexuality. The slides contain the most prominent voices in literary gender and sexual criticism as pointed out by the Norton Anthology of Literary Criticism
Every person engages in their quest for social acceptance. These individuals go to a great length to determine what’s most important as they seek to blend into society’s melting pot. Whether they recognized it or not from the beginning, they embark upon this journey to understand themselves, learn what their communities are amongst their peers then slowly turn the mirror inward for a succinct view of who they are. Some would think that people would learn to accept others in a culturally diverse society but the fact is that there exist people who would not be accepting of others out of fear, ignorance making them judge others in a wrong way. One group hold bias attitudes towards the other based on the differences in gender, race, ethnicity and other social aspects thus creating prejudice against others. There are many factors that people come across in this quest that influence and define them such as race, gender, and community.
This document discusses key topics relating to English identity, modernism, race and sexuality. It provides an overview of modernism and postmodernism, exploring how modernist works examined issues of race, sexuality and representations of reality and the city. It analyzes E.M. Forster's Howards End in the context of debates around English identity and discusses how modernist and postmodernist thinkers approached issues of essentialism and sexuality. The document aims to consolidate understanding of these literary periods and explore related issues of race, sexuality and national identity.
Presentation for 8th Annual Adolescent Summer Literacy Institute, William Paterson University, July 7, 2014 entitled "Deconstructing the Debate about the Lack of Diversity in Young Adult Literature."
Cultural studies analyzes culture and aims to understand the social and political aspects of cultural phenomena. It has four main goals: being interdisciplinary, politically engaged, denying distinctions between high and low culture, and analyzing the means of cultural production. Cultural studies examines how meaning and power relations are constructed and contested through cultural symbols within a society.
EXAMINING IDENTITY IN ASIAN-AMERICAN DIASPORIC FICTION: A STUDY OF DIVAKARUNI...Lakhyajit Nath
This dissertation examines identity in Asian-American diasporic fiction through an analysis of three novels: The Mistress of Spices by Chitra Banerjee Divakaruni, The Writing on My Forehead by Nafisa Haji, and Bone by Fae Myenne Ng. The key issues discussed are the identity of diasporic peoples, assimilation problems, the role of memory, juxtaposition of cultures, and reconstructing identity in the present. Each chapter analyzes how identity is portrayed differently in the three novels - as fractured in Divakaruni's work, layered in Haji's, and clashing in Ng's. The conclusion discusses how identity is fluid and shaped by
The document provides an overview of critical ethnography and Pascoe's ethnographic study of masculinity in a California high school. It discusses several key aspects of critical ethnography including the researcher's ethical responsibility to engage with injustice and move situations toward greater equity. It summarizes Pascoe's goals in examining how gender and sexuality shape power dynamics and influence among students. The document also discusses several factors that influenced Pascoe's positionality as a researcher, such as her gender, age, education, and desire to enact social change. Overall, it analyzes how Pascoe navigated her role and relationships with students to gain insights while maintaining ethical standards.
This document discusses the experiences of queer women of color (QWOC) and their marginalization within both queer and racial communities. [1] QWOC faced exclusion within the white-dominated queer community and created their own spaces advocating for multi-issue politics addressing sexism, racism, homophobia and class exploitation. [2] In response, QWOC developed an intersectional framework recognizing how race, gender, class and other identities intersect. [3] Today, QWOC identities are still silenced but some resist erasure by navigating multiple political spaces and disrupting dominant discourses through their non-hegemonic identities.
This document discusses teaching Latino/a literature in the U.S. curriculum. It begins with an introduction stating that Latino/a literature is widely published but missing from many college curriculums. It then provides details on common Latino/a writer identities and themes they often write about, including living between two cultures. A brief history is given of pioneering Latino/a authors and key genres. The document concludes by outlining various ways Latino/a literature can be integrated into classes and why this representation is important.
This document summarizes the development of colonial discourse analysis as an academic field. It discusses key thinkers like Edward Said, Homi Bhabha, and Gayatri Spivak and their approaches. It notes that while colonial discourse analysis has produced new historical analyses, the field risks stagnating without further developing the theoretical frameworks established by its founders. The document suggests Martin Bernal's book "Black Athena" as holding potential to provide a new paradigm that could challenge and revitalize colonial discourse analysis.
This document contains discussion questions and summaries about two short stories - Langston Hughes' "Who's Passing for Who?" and Toni Morrison's "Recitatif". For Hughes' story, it provides character summaries and discusses themes of racial passing and possible queer readings. For Morrison's story, it lists the characters and settings and has discussion questions about themes of racial ambiguity and class differences. The document aims to facilitate close analysis and comparison of these two works.
Study on Exiled or Banned writers in respect to Cultural Studies.JaytiThakar94
This document discusses exiled or banned writers with respect to cultural studies. It provides examples and analysis of works by Taslima Nasrin, Saadat Hasan Manto, and Dan Brown that were banned for addressing religious, social, or historical concerns. Taslima Nasrin's novel "Lajja" was banned in Bangladesh for its feminist perspective and criticism of Islam, leading to Nasrin living in exile since 1994. Manto's short stories were banned in Pakistan for depictions of sexuality, and he faced obscenity charges. Dan Brown's "The Da Vinci Code" was banned in some areas for challenging Christianity and promoting ideas about Jesus that threatened patriarchal power structures.
Introduction: on Asian Americanist critique by Kandice Chuhaaronfadams
This document provides an introduction to the book "Imagine Otherwise" which undertakes a critical examination of Asian American studies. It discusses the controversy surrounding the 1998 Association for Asian American Studies award for best fiction novel and how this controversy highlighted issues of marginalization and exclusionary knowledge politics within Asian American studies. The introduction explores how postcolonial and transnational theories call for a reexamination of the framing assumptions of Asian American studies, particularly in light of critiques of the nation-state. It aims to ask how Asian American studies can remain coherent and politically engaged in the current context.
This document provides an agenda and materials for an English writing class. The agenda includes presentations on literary terms and an author lecture on Langston Hughes. It outlines a discussion of racial passing using two of Hughes' works and a lecture on summarizing and paraphrasing poetry. It also lists terms and their definitions that will be on an upcoming exam.
The daily agenda includes a vocabulary exam re-take, discussion of trickster characters from readings, an in-class writing assignment outlining and drafting a thesis for essay 4, and a lecture on author Sui Sin Far. Key terms for the upcoming comprehensive terms exam are defined, including gender identity, heterosexism, homosexual, and transgender. Discussion questions are posed about whether trickster characters perform cultural work and reveal aspects of culture, limitations, and biases. Biographical details are provided about Sui Sin Far, born Edith Maud Eaton, who was the first Asian American author published in North America and wrote to break down stereotypes of Chinese women.
This document summarizes two literary theories: diaspora theory and queer theory. Diaspora theory examines literature by populations forced to leave their homelands, such as Jews living outside Israel. It has expanded to include voluntary migration for opportunities. Queer theory rejects traditional gender and sexuality categories, studying mismatches between sex, gender, and desire. It focuses on bisexuality, lesbianism, gayness, cross-dressing, and transsexuality. Both theories examine how non-normative groups face societal problems and aim to show that homosexuality is normal.
Nccss presentation 2014: Examining Rosa's Refusal (to sit down) and the Mont...Tina Heafner
This document summarizes a research study that analyzed how current picture books portray Rosa Parks and the Montgomery Bus Boycott compared to a previous critique from 1991. The researchers examined 11 books published in the last 10 years and coded them based on how they depicted Parks' prior civil rights activism, segregation, and community involvement in the boycott. They found that while the books have moved away from portraying Parks as simply a "tired seamstress," they still omit important context and voices from the movement. The researchers conclude that teachers need to supplement books with primary sources to help students develop more accurate and complex historical understandings.
This document provides an overview of a student's research project examining what attracts Latinas to Berlin, Germany. It discusses statistics on immigration trends over the past 40 years, with early immigrants being students in the 1960s and increasing numbers of political refugees and economic migrants in subsequent decades. It notes most Latinas now come to escape poor economic and political conditions in their home countries. The document also defines the term "Latina" and explains the role of nonprofit organizations (e.V.s) in supporting the Latina community in Berlin, with many led by earlier political refugees from the 1970s-1980s. It explores the various challenges Latinas face upon immigration.
This document provides an overview of the agenda and policies for the first class of an American literature course. It discusses adding and dropping the class, required texts, assignments including exams, essays and online posts. It also covers class policies on attendance, late work, academic honesty and conduct. Students are instructed to set up an account on the class website to complete and post daily homework assignments. The first homework is to read the introduction and post a question about the relevance of the assigned topics.
This document provides the agenda and homework for Class 25 of ELIT 48C. On Monday, the class will have a mandatory advanced research workshop for the Honors cohort at the library, focusing on advanced search skills and annotated bibliographies. Students can earn participation points by attending. They should meet at the library lobby at 11:25am. The homework includes reading a selection from 400-17 and posting to the #25 discussion on one of four authors. On Tuesday, the class will have a guest observer, so students should be prepared.
1. The document outlines a syllabus for an American literature class covering modernist works from 1914-1945. It lists the weekly readings, assignments, and discussion topics which include manifestos, poems, and novels like The Great Gatsby.
2. Students are assigned discussion posts responding to questions or prompts about the works. They analyze symbols, themes, characters, and apply different literary theories. They also complete character analyses and discuss historical context.
3. The course introduces modernist genres like imagist poetry and examines authors through the lenses of feminist, Marxist, and minority criticism to explore themes of class, gender, and race in the early 20th century United States.
This document summarizes a class discussion about Willa Cather's novel My Antonia. It discusses Cather's prose style, noting her straightforward yet subtle narration and use of imagery to portray the prairie environment. It also analyzes the complexity of Cather's characters, who are rarely purely sympathetic or despicable. Additionally, it examines themes of change and transformation between characters. The class considers questions about gender roles, the purpose of including certain stories, and how much the narrator's opinions reflect Cather's own views versus drawing attention to social issues. Students are assigned homework to read further chapters and respond to a prompt analyzing differences between rural and urban women or other topics.
This document provides an agenda and guidance for students writing an essay that proposes a solution to a problem. The agenda includes: conducting a vocabulary test, reviewing the components of the essay such as outlining the problem, thesis statement, proposed solution, implementation steps, and considering counterarguments and alternative solutions. Students are instructed to present the problem, discuss consequences of not solving it, draft a thesis statement, describe their proposed solution and how it would solve the problem, list implementation steps, anticipate objections to their solution, and consider two to three alternative solutions by describing each one and explaining why their solution is better. They are assigned homework that involves posting a draft, taking notes for their counterargument, considering alternative solutions, and noting what additional research
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to develop their essay draft, including choosing a problem, listing possible solutions, selecting the most promising solution to explore further, and planning follow-up research needed to support their argument. The homework outlined is to further develop various sections of their essay draft addressing a problem and proposing a solution.
This document provides instructions for an essay assignment. Students are asked to write a 2 to 3 page essay in MLA format in response to one of the essay prompts. The essay should provide an analysis or argument on the chosen prompt topic. No other details are given about potential prompt options or what type of response is expected.
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts and revisions of descriptive passages to an online discussion board.
The document summarizes key points from an English literature class. It discusses the difference between continual and continuous, provides an agenda for the class including a quiz and discussion of Willa Cather's novel My Antonia. It then defines and traces the history of the American Dream concept. In discussing My Antonia, it notes how some characters succeed pursuing the American Dream while others fail. It introduces the modernist poet Mina Loy and discusses her unconventional style and marginalization despite praise from male modernist figures. Homework assignments involve responding to a reading on feminist literary criticism or the American Dream in class texts.
This document provides an end-of-quarter plan for an English class. It outlines important due dates, including an in-class essay exam on November 22nd covering two assigned readings, a make-up exam on December 3rd, and a revised essay due on December 6th. It also notes no class will be held on December 5th but students can meet by appointment, and the final dates of classes which will include a Game of Thrones discussion and final exam.
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This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
लालू यादव की जीवनी LALU PRASAD YADAV BIOGRAPHYVoterMood
Discover the life and times of Lalu Prasad Yadav with a comprehensive biography in Hindi. Learn about his early days, rise in politics, controversies, and contribution.
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projet de traité négocié à Istanbul (anglais).pdfEdouardHusson
Ceci est le projet de traité qui avait été négocié entre Russes et Ukrainiens à Istanbul en mars 2022, avant que les Etats-Unis et la Grande-Bretagne ne détournent Kiev de signer.
Federal Authorities Urge Vigilance Amid Bird Flu Outbreak | The Lifesciences ...The Lifesciences Magazine
Federal authorities have advised the public to remain vigilant but calm in response to the ongoing bird flu outbreak of highly pathogenic avian influenza, commonly known as bird flu.
Recent years have seen a disturbing rise in violence, discrimination, and intolerance against Christian communities in various Islamic countries. This multifaceted challenge, deeply rooted in historical, social, and political animosities, demands urgent attention. Despite the escalating persecution, substantial support from the Western world remains lacking.
Christian persecution in Islamic countries has intensified, with alarming incidents of violence, discrimination, and intolerance. This article highlights recent attacks in Nigeria, Pakistan, Egypt, Iran, and Iraq, exposing the multifaceted challenges faced by Christian communities. Despite the severity of these atrocities, the Western world's response remains muted due to political, economic, and social considerations. The urgent need for international intervention is underscored, emphasizing that without substantial support, the future of Christianity in these regions is at grave risk.
https://ecspe.org/the-rise-of-christian-persecution-in-islamic-countries/
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Why We Chose ScyllaDB over DynamoDB for "User Watch Status"ScyllaDB
Yichen Wei and Adam Drennan share the architecture and technical requirements behind "user watch status" for a major global media streaming service, what that meant for their database, the pros and cons of the many options they considered for replacing DynamoDB, why they ultimately chose ScyllaDB, and their lessons learned so far.
Slide deck with charts from our Digital News Report 2024, the most comprehensive exploration of news consumption habits around the world, based on survey data from more than 95,000 respondents across 47 countries.
ग्रेटर मुंबई के नगर आयुक्त को एक खुले पत्र में याचिका दायर कर 540 से अधिक मुंबईकरों ने सभी अवैध और अस्थिर होर्डिंग्स, साइनबोर्ड और इलेक्ट्रिक साइनेज को तत्काल हटाने और 13 मई, 2024 की शाम को घाटकोपर में अवैध होर्डिंग के गिरने की विनाशकारी घटना के बाद अपराधियों के खिलाफ सख्त कार्रवाई की मांग की है, जिसमें 17 लोगों की जान चली गई और कई निर्दोष लोग गंभीर रूप से घायल हो गए।
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केरल उच्च न्यायालय ने 11 जून, 2024 को मंडला पूजा में भाग लेने की अनुमति मांगने वाली 10 वर्षीय लड़की की रिट याचिका को खारिज कर दिया, जिसमें सर्वोच्च न्यायालय की एक बड़ी पीठ के समक्ष इस मुद्दे की लंबित प्रकृति पर जोर दिया गया। यह आदेश न्यायमूर्ति अनिल के. नरेंद्रन और न्यायमूर्ति हरिशंकर वी. मेनन की खंडपीठ द्वारा पारित किया गया
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1. +
ELIT 48C Class # 23
Complement
versus
Compliment
Great
Sweater! It
looks good
with those
jeans!
Thanks!
I just
bought
it!
2. +
Grammar Slide
Complement is a noun or verb that means
something that completes or makes up a whole:
“The red sweater is a perfect complement to the
outfit.”
Compliment is a noun or verb that means an
expression of praise or admiration: “I received
compliments about my new red sweater.”
Easily Confused or Misused Words | Infoplease.com
http://www.infoplease.com/ipa/A0200807.html#ixzz2T7S5NSIg
4. +
Chair Poet of the Day?
Prose: words in
their best order;
poetry: the best
words in the best
order.
- S. T. Coleridge
5. +
Toni Morrison: American novelist, American
literary critic, editor, and professor.
Henry Louis Gates, Jr. : American literary critic,
educator, scholar, writer, editor, and public
intellectual
African
American
Criticism
6. +The following perspectives help identify
African-American criticism
African American criticism notes that black writing
comes out of a sociological, political, ideological, and
cultural situation marked by oppression and
marginalization. “Black” reading then must negotiate
the difficult boundaries between textual and cultural
meanings.
Black criticism has substantial ties to post-colonial
criticism, and to the issues in it of the representation of the
'other” and the reclamation of identity in the forms and
language of the oppressor.
7. +
African American criticism has an awareness
that black experience has ties to African
language, cultural practices, and attitudes, that
it is formed through the experience of slavery
and violence, that it has endured a long and
troubled negotiation with white culture, so that
black artistic production in white cultures is
marked by white culture positively and
negatively.
8. African American criticism is a struggle over
the relation of race, reading, and critical theory,
similar in some respects to that of feminist
theory:
Who “speaks for” blacks?
Can only blacks “read” black literature?
Can black literature be read with the tools of
contemporary criticism, or does it demand a
more basic, moral and ideological
commitment?
9. African American criticism examines how white writing in
racist countries reveals the nature of the oppression of
blacks.
Toni Morrison, for instance, argues that American culture
is built on, and always includes, the presence of blacks, as
slaves, as outsiders. Morrison likens the unwillingness of
academics in a racist society to see the place of
Africanism in literature and culture to the centuries of
unwillingness to see feminine discourse, concerns, and
identity.
She posits whiteness as the “other” of blackness, a
dialectical pair (each term both creates and excludes the
other): no freedom without slavery, no white without black.
10. African American criticism is also an attempt to come to terms
with the whole issue of what “race” is.
Historically race has been seen as something essential. That race is
inherent, a matter of 'blood', was and is firmly believed by
Americans, is clear from the recent autobiography of an American,
Gregory Howard Williams, now Dean of the Law School at Ohio
State, Life on the Color Line, a man who looks white, and whose
father passed as Italian in Virginia, where his family was not known.
He was, in Virginia, accepted and treated as white, but he was
treated as black (and hence was the victim of exclusion and other
prejudicial behavior) when the family returned to their home town of
Muncie, Indiana: there they knew that his grandmother was black;
therefore, he was black.
When is white black?-- When you have some “black blood”? Or
when people know or think you have black blood?
11. As a subject matter, any analysis of a literary work written by
an African American, regardless of the theoretical framework
used, might be called African American criticism, even if no
attention is paid to elements in the text that are specifically
African American.
However, as a theoretical framework [. . .] African American
criticism foregrounds race (racial identity, African American
cultural traditions, psychology, politics, and so forth) as the
object of analysis because race, in America, informs our
individual and cultural psychology, and therefore our literature,
in profound ways. As a theoretical framework, then, African
American criticism can be used to analyze any literary
text that speaks to African American issues, regardless of
the race of its author, although the work of African American
writers is the primary focus (Tyson 394).
12. +
Important Terms
In The Souls of Black Folk, arguably W.E.B. DuBois‟s most
famous work, he introduces and addresses two concepts that
describe the quintessential Black experience in America. The
first is the concept of “the veil. ”
The veil concept primarily refers to three conditions of racial
difference:
The literal darker skin of Blacks, which is a physical demarcation
of difference from whiteness.
White people‟s lack of clarity to see Blacks as “true” Americans.
Blacks‟ lack of clarity to see themselves outside of what white
America describes and prescribes for them.
13. +
Important Terms
The second concept that Debois introduces is “double-
consciousness.” This concept is inextricably intertwined with “the veil.”
The veil dampens the view of both Blacks and Whites, yet
Blacks traditionally have a better understanding of whites than
the reverse because of the “two-ness” lived by Black Americans.
Understanding being Black and what that has historically meant
(or means) in America, Black people know they operate in two
Americas— one that is White and one that is Black. This is the
phenomena of “double-consciousness,” the awareness of the
“two-ness” of being both American and African American and
the largely unconscious and instinctive shifts between the these
two identities.
14. +
Some questions African American
critics ask about literary texts
1. What can the work teach us about the specifics of African heritage,
African American culture and experience, and/or African American
history?
2. What are the racial politics (ideological agendas related to racial
oppression or liberation) of specific African American works?
Does the work correct stereotypes of African Americans?
Does it correct historical misrepresentations of African Americans?
Does it celebrate African American culture, experience, and
achievement?
Does it explore racial issues, including, among others, the economic,
social, or psychological effects of racism?
Or, does it, as can be seen in the literary production of many white
authors, does the work reinforce racist ideologies?
15. +
3. What are the poetics (literary devices and strategies) of
specific African American works?
Does the work use black vernacular or standard white English?
Does the work draw on African myths or African American
folktales or folk motifs?
Does the work provide imagery that resonates with African
American women’s domestic space, African American cultural
practices, history, or heritage?
What are the effects of these literary devices, and how do they
relate to the theme, or meaning, of the work?
16. +
4. How does the work participate in the African American
literary tradition? In short, what place does it occupy in African
American literary history or in African American women’s
literary history?
5. How does the work illustrate interest convergences, the
social construction of race, white privilege, or any other
concept from critical race theory? How can an understanding
of these concepts deepen our interpretation of the work?
6. How is an Africanist presence—black characters, stories
about black people, representations of black speech, images
associated with Africa or with blackness—used in works by
white writers to construct positive portrayals of white
characters?
18. +
QHQ: African American Criticism
Why is it relevant to talk about African American Criticism?
Does it limit African-American artists to say that racial and/or political
statements are more important than entertainment, “art for art‟s
sake,” or another motivation?
Why would black writers feel the need to write in proper English
rather than their own language [vernacular]?
Why was it important for black writers to have a double
consciousness?
Why are people of color, according to the African American criticism,
sometimes considered oversensitive when offended by issues that
are considered racist by them?
How does reading African American criticism help broaden our views
of how literature has been affected by the social structures of race?
19. +
For Discussion
I wanted to discuss the idea of intra-racial racism. This is
something I have never heard in any other criticism or book
before. However, it is something that I have seen in real life.
This concept is not subjective to only African Americans, in fact
in many races there are individuals who feel that they superior
to others of their same race. This, in my opinion, destroys the
sense of unity that is needed in order to stop oppression.
Does intra-racial racism attribute to the double consciousness?
20. +
Consider one of our previous texts through
the lens of African American Criticism.
21. +
The Great Gatsby
In chapter four, Gatsby takes Nick in hurtling in his car towards
Manhattan with “fenders spread like wings” to witness the power his
money has bought him. In less than a page, the narrator Nick makes
several pejorative comments that address aspects of race and ethnicity,
noting friends of a dead man who had “…the tragic eyes and short upper
lips of southeastern Europe,” as well as introducing us to Gatsby‟s
colleague, Mr. Wofsheim, who he describes as a “small, flat-nosed Jew.”
Tom and Daisy are never described in terms like these, the presumption
being that being white and Protestant is normal and not worth mentioning;
any deviation is potentially suspect and worth keeping a close eye on. In
this passage, Nick notices something he finds extraordinary: “As we
crossed Blackwell‟s Island, a limousine passed us, driven by a white
chauffeur, in which sat three modish negroes, two bucks and a girl. I
laughed aloud as the yolks of their eyeballs rolled toward us in haughty
rivalry. „Anything can happen now that we‟ve slid over this bridge,‟ I
thought; „anything at all…‟” This is incredibly disturbing! Is the narrator as
racist as this passage would lead one to believe? Is the narrator
expressing sentiments that Fitzgerald espoused?
22. +
The Great Gatsby
There is a scene in the book in the beginning when Tom is
reading a book called “The Rise of the Colored Empires” by a
man named “Goddard.” Tom tells Nick that “civilization‟s going
to pieces” and that it is “scientifically proven.” I think this is a
form of institutionalized racism, since this book that Tom is
reading seems to have made it into the canon and the fact that
it is “scientifically proven” seems like the dominant race in
America, the whites, are trying really hard to keep the black
people in place.
23. +
My Ántonia
Applying African-American Criticism to My Antonia, one can see
d‟ Arnault falls very cleanly into one of the many “character
types” that are mentioned in the book on criticism: “the local
healer, the conjurer, the matriarch, the local storyteller, the
trickster, the religious leader, and the folk hero” (386). Samson
D‟ Arnault clearly is the folk hero. In My Antonia, when he plays
piano, he is described as “some glistening African god of
pleasure, full of strong, savage blood” (118). He is the folk hero
who is prodigiously talented at playing piano. (“He was always a
negro prodigy who played barbarously and wonderfully” (117).)
This exotic image of d‟ Arnault as foreign and fascinating is akin
to the African-American version of Orientalism. Also, since d‟
Arnault is not recently from Africa, this image of being an African
god suggests the piece of African-American criticism that
hearkens back to Africa itself.
24. +
“I, Too”
[I want to] take a psychoanalytic approach along with the minority lens.
The text for homework discussing the criticism brought up some
interesting points, in black history as well as the present state of the
continued racial injustices of today along with the internalized oppression.
The poem “I, too” does not display internalized oppression but rather the
opposite, and a mindset that differs others from the idea that they are
truly inferior to the white race. The speaker says, “Tomorrow…/they will
see how beautiful we are/and be ashamed” showing confidence and
having a subtle implication that others should feel the same way. Even
though this poem is modern there still seems to be a bit of forceful
suggestion about how blacks should feel about themselves in the
oppressive society in which they live and always look toward tomorrow
instead of focusing on the norms of their day that degrade them; and to
not allow the pressures of the oppressive world intrude into their psyche.
This poem clearly opposes the residency of internalized oppression within
the black mind by suggesting that the white race someday will see their
beauty and realize their awesome significance and strength as a people
and community.
25. +
HOMEWORK
Post #23: Briefly consider one of our
previous texts through one critical lens:
New Criticism, Feminism, Marxism, or
African American Criticism. Focus on a
particular passage.
Familiarize yourself with potential
topics for essay #1